From Competition to Connection: Structured Study Groups Improve Outcomes and Build Community in Undergraduate Physiology

Students in high-enrollment physiology courses often experience academic isolation due to the competitive nature of limited-entry programs (e.g., pre-nursing). This study aimed to evaluate whether structured peer study groups improve academic performance and foster a stronger sense of community. We hypothesized that students who participated in study groups would show greater exam improvement and report reduced academic isolation compared to non-participants. Voluntary small-group study sessions were implemented in one section of PHSL-P 225, a 200-level human physiology course with ~275 students per section. Each group included 6–8 students and met for one hour per week over three weeks prior to the cardiovascular exam (Exam 3). Sessions were facilitated by undergraduate teaching assistants (UTAs). To participate, students agreed to three requirements: (1) attend all classes during the unit, (2) attend all UTA-led study sessions, and (3) study at least three additional times with group members outside of class and scheduled sessions. Exam 2 (pre-intervention), Exam 3 (post-intervention), change in scores, and final course grades were compared between participants (n = 32) and non-participants (n = 234). Participants significantly improved from Exam 2 to Exam 3 (76.7 ± 15.8% to 84.1 ± 10.8%, p < .01), as did non-participants (79.8 ± 16.8% to 82.3 ± 15.5%, p < .01). While Exam 3 scores did not differ significantly (p = .53), the improvement was greater among participants (Δ = 7.4 ± 12.0%) than non-participants (Δ = 2.6 ± 12.3%, p = .036). Final grades did not differ significantly between groups (p = .62). Chi-square analysis of performance directionality between groups was not significant (p = .13).Survey and unsolicited feedback highlighted increased accountability, peer support, and connection. These findings suggest that intentionally designed study groups may improve exam performance and reduce academic isolation in large, competitive courses. Funding: This project received no external or internal funding. This abstract was presented at the American Physiology Summit 2026 and is only available in HTML format. There is no downloadable file or PDF version. The Physiology editorial board was not involved in the peer review process.